東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teacher Evaluation Feedback and Inst...

Smith, Eric C.

Linked to FindBook

Google Book

Amazon

博客來

Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers./
Author:	Smith, Eric C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	117 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10745346
ISBN:	9780438029187

Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers.
Smith, Eric C.

Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 117 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--Barry University, 2017.

The purpose of this study was to investigate the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice. This study recruited participants from two different school districts that have teacher evaluation systems differing on a number of factors. It was hypothesized that teacher self-efficacy would be associated with differences in type of evaluation feedback received and type of evaluation system employed. Additionally, feedback factors were investigated for potential relationships with teacher self-efficacy. Participant teachers completed a study instrument that included the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions, to measure their self-efficacy of instructional practice in relation to evaluation feedback. An ANOVA revealed that teachers who reported receiving specific evaluation feedback reported higher teacher self-efficacy compared with teachers that reported receiving non-specific evaluation feedback. Differences in teacher self-efficacy associated with type of evaluation system were not discovered. Additionally, a multiple regression analysis showed the predictor variable of valuable feedback to be the most strongly correlated predictor with teacher self-efficacy. In short, these findings indicate that feedback specificity and the value of feedback are key aspects in the relationship between teacher self-efficacy and the teacher evaluation process. Consequently, these findings suggest that a successful evaluation process should promote specific feedback in relation to observed teaching practices and emphasize the importance of valuable feedback, as perceived by teachers.

ISBN: 9780438029187Subjects--Topical Terms:

529436
Educational leadership.

Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers.
LDR:02718nmm a2200301 4500 001 2164469
005 20181106103644.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780438029187
035 $a (MiAaPQ)AAI10745346
035 $a (MiAaPQ)barry:10115
035 $a AAI10745346
040 $a MiAaPQ $c MiAaPQ
100 1 $a Smith, Eric C. $3 3352519
245 1 0 $a Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Gerene K. Starratt.
502 $a Thesis (Ph.D.)--Barry University, 2017.
520 $a The purpose of this study was to investigate the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice. This study recruited participants from two different school districts that have teacher evaluation systems differing on a number of factors. It was hypothesized that teacher self-efficacy would be associated with differences in type of evaluation feedback received and type of evaluation system employed. Additionally, feedback factors were investigated for potential relationships with teacher self-efficacy. Participant teachers completed a study instrument that included the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions, to measure their self-efficacy of instructional practice in relation to evaluation feedback. An ANOVA revealed that teachers who reported receiving specific evaluation feedback reported higher teacher self-efficacy compared with teachers that reported receiving non-specific evaluation feedback. Differences in teacher self-efficacy associated with type of evaluation system were not discovered. Additionally, a multiple regression analysis showed the predictor variable of valuable feedback to be the most strongly correlated predictor with teacher self-efficacy. In short, these findings indicate that feedback specificity and the value of feedback are key aspects in the relationship between teacher self-efficacy and the teacher evaluation process. Consequently, these findings suggest that a successful evaluation process should promote specific feedback in relation to observed teaching practices and emphasize the importance of valuable feedback, as perceived by teachers.
590 $a School code: 1358.
650 4 $a Educational leadership. $3 529436
650 4 $a Higher education administration. $3 2122863
690 $a 0449
690 $a 0446
710 2 $a Barry University. $b School of Education. $3 2095228
773 0 $t Dissertation Abstracts International $g 79-10A(E).
790 $a 1358
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10745346